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Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations Guide- Interactive Strategies 2.2 demonstrate an understanding of appropriate speakingbehaviour in a variety of situations, including paired sharing and small- and large-groupdiscussions- Clarity and Coherence 2.3 communicate in a clear, coherent manner, presenting ideas,opinions, and information in a readily understandable formWe’re All In ThisTogetherSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:- 2.2 build food chains consisting of different plants and animals, including humans- 2.3 use scientific inquiry/research skills to investigate ways in which plants and animals ina community depend on features of their habitat to meet important needs- 3.1 demonstrate an understanding of habitats as areas that provide plants and animalswith the necessities of life- 3.2 demonstrate an understanding of food chains as systems in which energy from thesun is transferred to producers (plants) and then to consumers (animals)- 3.4 demonstrate an understanding of a community as a group of interacting speciessharing a common habitat- 3.6 identify animals that are carnivores, herbivores, or omnivoresSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:- 2.2 build food chains consisting of different plants and animals, including humans- 3.1 demonstrate an understanding of habitats as areas that provide plants and animalswith the necessities of life- 3.2 demonstrate an understanding of food chains as systems in which energy from thesun is transferred to producers (plants) and then to consumers (animals)- 3.4 demonstrate an understanding of a community as a group of interacting speciessharing a common habitat- 3.5 classify organisms, including humans, according to their role in a food chain- 3.6 identify animals that are carnivores, herbivores, or omnivoresInteractive;Experiential9

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideWetland Web ofLifeA Living DioramaSubject: The ArtsStrand: Visual ArtsSpecific Expectation:- D1.3 use elements of design in art works to communicate ideas, messages, andunderstandings- D3.2 demonstrate an awareness of a variety of art forms, styles, and traditions, anddescribe how they reflect the diverse cultures, times, and places in which they were madeSubject: Science- 2.2 build food chains consisting of different plants and animals, including humans- 3.2 demonstrate an understanding of food chains as systems in which energy from thesun is transferred to producers (plants) and then to consumers (animals)Subject: The ArtsStrand: DramaSpecific Expectation:- B1.1 engage actively in drama exploration and role play, with a focus on exploring dramastructures, key ideas, and pivotal moments in their own stories and stories from diversecommunities, times, and places- B1.3 plan and shape the direction of the drama or role play by posing questions andworking with others to find solutions, both in and out of roleDream CatcherDrama presentationin groupsSubject: LanguageStrand: WritingSpecific Expectation:- Purpose and Audience 1.1 identify the topic, purpose, and audience for a variety ofwriting forms- Form 2.1 write more complex texts using a variety of formsSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:10

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations Guide- 2.5 use appropriate science and technology vocabulary, including habitat, population,community, adaptation, and food chain, in oral and written communication- 3.1 demonstrate an understanding of habitats as areas that provide plants and animalswith the necessities of life- 3.2 demonstrate an understanding of food chains as systems in which energy from thesun is transferred to producers (plants) and then to consumers (animals)- 3.3 identify factors that affect the ability of plants and animals to survive in a specifichabitat- 3.4 demonstrate an understanding of a community as a group of interacting speciessharing a common habitat- 3.5 classify organisms, including humans, according to their role in a food chain- 3.6 identify animals that are carnivores, herbivores, or omnivoresGrade 4CHAPTER Five- Healthy HabitatsTitle of ActivityMiskwaadesi/A nó:wara FindsHabitat (Food,Shelter, Water,and Space Chart)EXPECTATIONSONTARIO CURRICULUM-BASED EXPECTATIONSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:-2.5 use appropriate science and technology vocabulary, including habitat, population,community, adaptation, and food chain, in oral and written communication- 3.1 demonstrate an understanding of habitats as areas that provide plants and animalswith the necessities of life- 3.3 identify factors that affect the ability of plants and animals to survive in a specifichabitat- 3.7 describe structural adaptations that allow plants and animals to survive in specifichabitats- 3.9 demonstrate an understanding of why all habitats have limits to the number ofACTIVITYGroup discussion;Graphic organizer11

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideMiskwaadesi/A nó:wara FindsHabitat (OutdoorPlay)Habitat For aTurtleplants and animals they can supportSubject: Health and Physical EducationStrand: Active LivingSpecific Expectation:- Active Participation A1.1 actively participate in a wide variety of program activities,according to their capabilities, while applying behaviours that enhance their readiness andability to take partSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:-2.5 use appropriate science and technology vocabulary, including habitat, population,community, adaptation, and food chain, in oral and written communication- 2.6 use a variety of forms to communicate with different audiences and for a variety ofpurposes- 3.1 demonstrate an understanding of habitats as areas that provide plants and animalswith the necessities of life- 3.3 identify factors that affect the ability of plants and animals to survive in a specifichabitat- 3.7 describe structural adaptations that allow plants and animals to survive in specifichabitats- 3.9 demonstrate an understanding of why all habitats have limits to the number ofplants and animals they can supportOutdoorExperience/gameGraphic organizer12

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideGrade 4CHAPTER Six- Turtle StoriesTitle of ActivityTurtle and BearRace StorytellingFestivalONTARIO CURRICULUM-BASED EXPECTATIONSubject: The ArtsStrand: Visual ArtSpecific Expectation:- D1.3 use elements of design in art works to communicate ideas, messages, andunderstandings- D3.2 demonstrate an awareness of a variety of art forms, styles, and traditions, anddescribe how they reflect the diverse cultures, times, and places in which they were madeACTIVITYStorytelling; ArtSubject: LanguageStrand: Oral CommunicationSpecific Expectation:- Active Listening Strategies 1.2 demonstrate an understanding of appropriate listeningbehaviour by adapting active listening strategies to suit a variety of situations, includingwork in groups- Interactive Strategies 2.2 demonstrate an understanding of appropriate speakingbehaviour in a variety of situations, including paired sharing and small- and large-groupdiscussions- Clarity and Coherence 2.3 communicate in a clear, coherent manner, presenting ideas,opinions, and information in a readily understandable form- Vocal Skills and Strategies 2.5 identify some vocal effects, including tone, pace, pitch,volume, and a range of sound effects, and use them appropriately and with sensitivitytowards cultural differences- Visual Aids 2.7 use a variety of appropriate visual aids to support or enhance oralpresentationsStrand: Reading13

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideTurtle and Bear:The Great ChaseSpecific Expectation:- Variety of Texts 1.1 read a variety of texts from diverse cultures, including literary texts,graphic texts, and informational textsSubject: Health and Physical EducationStrand: Active LivingSpecific Expectation:- Active Participation A1.1 actively participate in a wide variety of program activities,according to their capabilities, while applying behaviours that enhance their readiness andability to take partOutdoorexperience/gameGrade 4CHAPTER Seven- Turtles of the WorldTitle of ActivityTurtles of theWorldNettingHeadachesONTARIO CURRICULUM-BASED EXPECTATIONSubject: LanguageStrand: ReadingSpecific Expectation- Variety of Texts 1.1 read a variety of texts from diverse cultures, including literary texts,graphic texts, and informational texts- Comprehension Strategies1.3 identify a variety of reading comprehension strategies anduse them appropriately before, during, and after reading to understand texts- Demonstrating Understanding 1.4 demonstrate understanding of a variety of texts bysummarizing important ideas and citing supporting detailsSubject: MathematicsStrand: Data Management and ProbabilitySpecific Expectation:- collect data by conducting a survey or an experiment to do with themselves, theirenvironment, issues in their school or the community, or content from another subject,and record observations or measurementsACTIVITYMap developmentHands-on simulation;Tally chart14

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations Guide- collect and organize discrete primary data and display the data in charts, tables, andgraphs that have appropriate titles, labels, and scales that suit the range and distributionof the data, using a variety of tools- read, interpret, and draw conclusions from primary data and from secondary data,presented in charts, tables, and graphsSea TurtleAwareness PosterSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:- 1.1 analyse the positive and negative impacts of human interactions with naturalhabitats and communities, taking different perspectives into account, and evaluate waysof minimizing the negative impacts- 1.2 identify reasons for the depletion or extinction of a plant or animal species, evaluatethe impacts on the rest of the natural community, and propose possible actions forpreventing such depletions or extinctions from happeningSubject: The ArtsStrand: Visual ArtsSpecific Expectation:- D1.2 demonstrate an understanding of composition, using selected principles of designto create narrative art works or art works on a theme or topic- D1.4 use a variety of materials, tools, and techniques to determine solutions to designchallengesMedia literacySubject: LanguageStrand: Media LiteracySpecific Expectation:- Conventions and Techniques 3.3 identify conventions and techniques appropriate to theform chosen for a media text they plan to create- Producing Media Texts 3.4 produce media texts for specific purposes and audiences,using a few simple media forms and appropriate conventions and techniques15

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideSubject: ScienceStrand: Understanding Life SystemsSpecific Expectation:- 1.2 identify reasons for the depletion or extinction of a plant or animal species, evaluatethe impacts on the rest of the natural community, and propose possible actions forpreventing such depletions or extinctions from happeningGrade 4CHAPTER Eight- Importance of WaterTitle of ActivityThe Rise and Fallof the Great LakesWater Walk(Planning)ONTARIO CURRICULUM-BASED EXPECTATIONSubject: LanguageStrand: Media LiteracySpecific Expectation:- Making Inferences/Interpreting Messages 1.2 use overt and implied messages to drawinferences and construct meaning in media textsSubject: Social StudiesStrand: Canada and World ConnectionsSpecific Expectation:- identify the physical regions of Ontario and describe their characteristics- explain how the St. Lawrence River and the Great Lakes systems shape or influence thehuman activity of their surrounding are- use graphic organizers and graphs to sort information, clarify issues, solve problems,and make decisionsSubject: LanguageStrand: Media LiteracySpecific Expectation:- Form 3.2 identify an appropriate form to suit the specific purpose and audience for aACTIVITYShort film; VenndiagramMedia literacy16

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideWater Walk (TheWater Song)Water Walk(Walking)media text they plan to create- Conventions and Techniques 3.3 identify conventions and techniques appropriate to theform chosen for a media text they plan to create- Producing Media Texts 3.4 produce media texts for specific purposes and audiences,using a few simple media forms and appropriate conventions and techniquesSubject: The ArtsStrand: MusicSpecific Expectation:- C1.3 create musical compositions for specific purposes and audiencesSubject: Health and Physical EducationStrand: Living SkillsSpecific Expectation:- Critical and Creative Thinking 1.5 use a range of critical and creative thinking processesto assist them in making connections, planning and setting goals, analysing and solvingproblems, making decisions, and evaluating their choices in connection with learning inhealth and physical educationMusic compositionWalking; CommunityinvolvementStrand: Active LivingSpecific Expectation:- A1.1 actively participate in a wide variety of program activities, according to theircapabilities, while applying behaviours that enhance their readiness and ability to takepart17

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideGrade 4CHAPTER Nine- Water: Our BusinessTitle of ActivityMy WatermarkTurtle IslandWatershedsONTARIO CURRICULUM-BASED EXPECTATIONSubject: MathematicsStrand: Data Management and ProbabilitySpecific Expectation:- collect data by conducting a survey or an experiment to do with themselves, theirenvironment, issues in their school or the community, or content from another subject, andrecord observations or measurements- collect and organize discrete primary data and display the data in charts, tables, andgraphs that have appropriate titles, labels, and scales that suit the range and distribution ofthe data, using a variety of tools- read, interpret, and draw conclusions from primary data and from secondary data,presented in charts, tables, and graphsSubject: LanguageStrand: WritingSpecific Expectation:- Developing Ideas 1.2 generate ideas about a potential topic using a variety of strategiesand resources- Classifying Ideas 1.4 sort and classify ideas and information for their writing in a variety ofways- Form 2.1 write more complex texts using a variety- Voice 2.2 establish a personal voice in their writing, with a focus on using words andstylistic elements that convey a specific mood such as amusement of forms- Word Choice 2.3 use specific words and phrases to create an intended impression- Sentence Fluency 2.4 use sentences of different lengths and structures- Vocabulary 3.3 confirm spellings and word meanings or word choice using different typesof resources appropriate for the purpose- Punctuation 3.4 use punctuation appropriately to help communicate their intendedmeaning, with a focus on the use of: the apostrophe to indicate possession, and quotationACTIVITYPersonal survey;GraphMap use; Writingactivity18

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations Guidemarks to indicate direct speech- Grammar 3.5 use parts of speech appropriately to communicate their meaning clearly,with a focus on the use of: common and proper nouns; verbs in the simple present, past,and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; andconjunctionsWater in theWorldCommitmentStringSubject: Social StudiesStrand: Canada and World ConnectionsSpecific Expectation:- explain the concept of a region- identify the physical regions of Ontario and describe their characteristics- locate on a map of Ontario and label the Great Lakes and other major bodies of water andwaterways- use cardinal and intermediate directions, pictorial and non-pictorial symbols, scale andcolour to locate and display geographic information on various maps.Subject: MathematicsStrand: Data Management and ProbabilitySpecific Expectation:- collect data by conducting a survey or an experiment to do with themselves, theirenvironment, issues in their school or the community, or content from another subject, andrecord observations or measurements- collect and organize discrete primary data and display the data in charts, tables, andgraphs that have appropriate titles, labels, and scales that suit the range and distributionof the data, using a variety of tools- read, interpret, and draw conclusions from primary data and from secondary data,presented in charts, tables, and graphsSubject: The ArtsStrand: Visual ArtsSpecific Expectation:- D1.1 produce two- and three-dimensional works of art that express feelings and ideasinspired by their interests and experiencesHands-onsimulation;DiscussionBead work19

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations Guide- D1.4 use a variety of materials, tools, and techniques to determine solutions to designchallenges- D3.1 describe how visual art forms and styles represent various messages and contexts inthe past and present- D3.2 demonstrate an awareness of a variety of art forms, styles, and traditions, anddescribe how they reflect the diverse cultures, times, and places in which they were madeGrade 4CHAPTER Ten- Frog FriendsTitle of ActivityONTARIO CURRICULUM-BASED EXPECTATIONA Visit to the Pond Subject: Health and Physical Education(Frog Watch)Strand: Active LivingSpecific Expectation:- A1.1 actively participate in a wide variety of program activities, according to theircapabilities, while applying behaviours that enhance their readiness and ability to take partACTIVITYOutdoor experience;GraphSubject: MathematicsStrand: Data Management and ProbabilitySpecific Expectation:- collect data by conducting a survey or an experiment to do with themselves, theirenvironment, issues in their school or the community, or content from another subject, andrecord observations or measurements- collect and organize discrete primary data and display the data in charts, tables, andgraphs that have appropriate titles, labels, and scales that suit the range and distributionof the data, using a variety of tools- read, interpret, and draw conclusions from primary data and from secondary data,presented in charts, tables, and graphs20

Turtle Island Conservation: Grade 4 Miskwaadesi/A nó:wara Ontario Curriculum Based Expectations GuideSubject: ScienceStrand: Understanding Life SystemsS

- Making Inferences/Interpreting Texts 1.5 make inferences about texts using stated and implied ideas from the texts as evidence - Extending Understanding 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them Traditional Teachings: